17 Twitter Recommendations for 2017

It’s three years since I last wrote a list of recommendations for who to follow on Twitter, and since then some have stopped tweeting, some have been promoted, some have even skipped the country – and of course, many new twitter folk have arrived. So I thought it about time for an update. I’ll try to limit myself to just 17.

School Leaders

Stephen Tierney (@LeadingLearner) – when I first heard Stephen speak at a conference up north, I thought instantly that he’s the sort of Headteacher I’d like to work for. Everything I’ve read of his since has confirmed that view. (It helps that’s he’s executive HT of a cross-phase group of academies).

The Primary Head (@theprimaryhead) – another Head for whom I suspect it’s great to work – I presume he’s not anonymous in his own school.

John Tomsett (@johntomsett) – a secondary head, and a voice of calm in an otherwise tumultuous Twitter world.

Jill Berry (@jillberry102) – Jill is a former headteacher who now shares her knowledge about the challenge of the role, and keeps a good eye on other developments in education.

Primary Teachers

Rhoda Wilson (@TemplarWilson) – this is a bit of a cheat, as I’m also married to her, but I do very much follow her on Twitter, and then steal many of her excellent ideas about teaching primary English, including whole-class reading (and often pass them off as my own!)

Sinead Gaffney (@shinpad1) – a hugely knowledgeable expert in literacy, and my go-to person when I need a KS1 expert, even though she’s moved to work with the big kids now.

Jon Brunskill (@jon_brunskill) – the sort of Key Stage 1 teacher who dispels any myths about infant schooling being warm, fuzzy and directionless!

Rachel Rossiter (@rachelrossiter) – a SENCo, which makes her a great port of call for all such queries, but mainly a genius at use of pun – what more can you want from Twitter?

Other Knowledgeable Sorts

Education DataLab (@edudatalab) – data experts from FFT who quickly shed light on topical issues by looking at the data to find answers (including those which are not always welcomed by the DfE, I’m sure). Director @drbeckyallen is also worth a follow.

Jamie Pembroke (@jpembroke) – on the data theme, Jamie is my favourite sort of data expert, in that he recognises the many flaws and limitations of the stuff. His wisdom on sensible use of data is welcome in today’s climate.

Daisy Christodoulou (@daisychristo) – sometimes people refer to me as an expert on assessment; I’m far from it. Daisy is absolutely that: she has spent time thinking about assessment in depth in ways that have completely changed my thinking. Look out for her new book in the spring too.

David Didau (@LearningSpy) – after a brief spell of being banned from Twitter, it was a relief to have David back. A man who speaks confidently about what he understands of education – including honesty about when he’s got things wrong. We could all do with such a balance of knowledge and humility.

Sean Harford (@harfordsean) – few people have done so much to transform the damaged reputation of Ofsted, and Sean has done it largely by thinking and talking common sense. The more people who are following him, the more we can #HelpSean to  spread better messages to schools. It’s probably also worth following new HMCI @amanda_spielman.

Sam Freedman (@samfr) – a director at Teach First who has connections and insights at the highest levels of policy that are often insightful. Tends not to get involved in the nitty-gritty of classroom practice, but expert on how teachers can best get government to work for them!

Micon Metcalfe (@miconm) – the School Business Manager to beat all School Business Managers. Knows pretty much all there is to know about managing  a school, academy, chain or nation – and keeps a watchful eye on news on related matters too.


You can access an easier-to-follow-from full list of the 17 recommendations via my Twitter list: https://twitter.com/MichaelT1979/lists/twitter-recommendations

The impossibility of Teacher Assessment

I’ve said for a fair while now that I’d like to see the end of statutory Teacher Assessment. It’s becoming a less unpopular thing to say, but I still don’t think it’s quite reached the point of popularity yet. But let me try, once again, to persuade you.

The current focus of my ire is the KS2 Writing assessment, partly because it’s the one I am most directly involved in (doing as a teacher, not designing the monstrosity!), and partly because it is the one with the highest stakes. But the issues are the same at KS1.

Firstly, let me be frank about this year’s KS2 Writing results: they’re nonsense! Almost to a man we all agreed last year that the expectations were too high; that the threshold was something closer to a Level 5 than a 4b; that the requirements for excessive grammatical features would lead to a negative impact on the quality of writing. And then somehow we ended up with 74% of children at the expected standard, more than in any other subject. It’s poppycock.

Some of that will be a result of intensive drilling, which won’t have improved writing that much. Some of it will be a result of a poor understanding of the frameworks, or accidental misuse of them. Some of it will be because of cheating. The real worry is that we hardly know which is which. And guidance released this year which is meant to make things clearer barely helps.

I carried out a poll over the last week asking people to consider various sets of success criteria and to decide whether they would be permitted under the new rules which state that

independent

So we need to decide what constitutes “over-aiding” pupils. At either end of the scale, that seems quite simple.Just short of 90% of responses (of 824) said that the following broad guidance would be fine:

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Simplest criteria

Similarly, at the other extreme, 92% felt that the following ‘slow-writing’ type model would not fit within the definition of ‘independent’:

8

Slow writing approach

This is all very well, but in reality, few of us would use such criteria for assessed work. The grey area in the middle is where it becomes problematic. Take the following example:

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The disputed middle ground

In this case results are a long way from agreement. 45% of responses said that it would be acceptable, 55% not. If half of schools eschew this level of detail and it is actually permitted, then their outcomes are bound to suffer. By contrast, if nearly half use it but it ought not be allowed, then perhaps their results will be inflated. Of course, a quarter of those schools maybe moderated which could lead to even those schools with over-generous interpretations of the rules suffering. There is no consistency here at all.

The STA will do their best to temper these issues, but I really think they are insurmountable. At last week’s Rising Stars conference on the tests, John McRoberts of the STA was quoted as explaining where the line should be drawn:

That advice does appear to clarify things (such that it seems the 45% were probably right in the example above), but it is far from solving the problem. For the guidance is full of such vague statements. It’s clear that I ought not to be telling children to use the word “anxiously”, but is it okay to tell them to open with an adverb while also having a display on the wall listing appropriate adverbs – including anxiously? After all, the guidance does say that:

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Would that count as independent? What if my classroom display contained useful phrases for opening sentences for the particular genre we were writing? Would that still be independent?

The same problems apply in many contexts. For spelling children are meant to be able to spell words from the Y5/6 list. Is it still okay if they have the list permanently printed on their desks? If they’re trained to use the words in every piece?

What about peer-editing, which is also permitted? Is it okay if I send my brightest speller around the room to edit children’s work with them. Is that ‘independent’?

For an assessment to be a fair comparison of pupils across the country, the conditions under which work is produced must be as close to identical as possible, yet this is clearly impossible in this case.

Moderation isn’t a solution

The temptation is to say that Teacher Assessment can be robust if combined with moderation. But again, the flaws are too obvious. For a start, the cost of moderating all schools is likely to be prohibitive. But even if it were possible, it’s clear that a moderator cannot tell everything about how a piece of work was produced. Of course moderators will be able to see if all pupils use the same structure or sentence openers. But they won’t know what was on my classroom displays while the children were writing the work. They won’t know how much time was spent on peer-editing work before it made the final book version. They won’t be able to see whether or not teachers have pointed out the need for corrections, or whether each child had been given their own key phrases to learn by heart. Moderation is only any good at comparing judgements of the work in front of you, not of the conditions in which it was produced.

That’s not to imply that cheating is widespread. Far from it: I’ve already demonstrated that a good proportion of people will be wrong in their interpretations of the guidance in good faith. The system is almost impossible to be any other way.

The stakes are too high now. Too much rests on those few precious numbers. And while in an ideal world that wouldn’t be the case, we cannot expect teachers to provide accurate, meaningful and fair comparisons, while also judging them and their schools on the numbers they produce in the process.

Surely it’s madness to think otherwise?


For the results of all eight samples of success criteria, see this document.

 

You’re not still teaching that are you?

This has become something of a recurring refrain over my teaching career, and it always – always – frustrates me.

Nobody ever says it about Science: “Oh, you’re not still teaching solids, liquids and gases, are you?”. Or music: “Oh, you’re not still teaching standard notation, are you?” And yet for some reason it seems to abound in other areas – especially English.(Even maths seemed to go through a phase where the standard basics were frowned upon!) But such decisions are often distinctly personal.

The first time I read Holes by Louis Sachar, I couldn’t wait to get planning for it, and was desperate to start teaching it. Now, having taught it too many times for my own liking, I’m tired of it. I suspect that this will be my last year of tackling it because I’ve lost my love for it. But for my class this year, it was their first time of approaching it. It was fresh for them. The only reason to abandon it is that my waning love for it risks coming through in the teaching.

But that won’t stop somebody somewhere from saying “Oh, but you’re not still teaching Holes, are you?”

It happens too often.

Tonight I’ve seen the same said of both The Highwayman and the animation The Piano. Now for sure they’ve both had more than their fair share of glory, but there was a reason why they were chosen in the first place. I’m all in favour of people moving away from them, finding better alternatives, mixing things up a bit. But they don’t cease to be excellent texts just because they’ve been done before. Every Year 5 child who comes to them does so for the first time.

I’ve heard the same said before of The Lighthouse Keeper’s Lunch at KS1 -as though somehow the fact that a topic has worked brilliantly in the past should be ignored simply because a consultant is over-familiar with it.

Of course, there are reasons to ditch texts. Sometimes they become outdated. Sometimes they cease to match the curriculum. Sometimes the ability of the children demands more stretch. Sometimes something much better comes along. Sometimes you’re just sick of them.

I’ve never cared for Street Child even though it’s wildly popular. I’ve always found Morpurgo’s work irritating. But if others find them thrilling, and get great results with their classes, then so be it. Who am I to prevent them teaching them?

As somebody also responded on Twitter this evening: the best “hook” is the teacher. If a teacher feels passionately about a poem, a book, or a topic, then it can be a great vehicle for the teaching that surrounds it. And if we make them all ditch those popular classics merely because they’re popular, then you’d better have a damned good replacement lined up to offer them!

A consistent inconsistency

With thanks to my headteacher for inadvertently providing the blog title.

With Justine Greening’s announcement yesterday we discovered that the DfE has definitely understood that all is not rosy in the primary assessment garden. And yet, we find ourselves looking at two more years of the broken system before anything changes. My Twitter timeline today has been filled with people outraged at the fact that the “big announcement” turned out to be “no change”.

I understand the rage entirely. And I certainly don’t think I’ve been shy about criticising the department’s chaotic organisation of the test and errors made. But I’m also not ready to throw my toys out of the pram just yet. This might just be the first evidence that the department is really listening. Yes, perhaps too little too late. Yes, it would have been nice for it to have been accompanied by an acknowledgement that the problems were caused by the pace of change enforced by ministers. But maybe they’re learning that lesson?

For a start, there are many teachers nationally who are just glad of the consistency. As my headteacher said earlier today, it leaves us with a consistent inconsistency. But nevertheless, there will be many teachers who are relieved to see that the system is going to be familiar for the next couple of years.

It’s a desire I can understand, but just can’t go along with. There are too many problems with the current system – mostly those surrounding the Teacher Assessment frameworks and moderation. But I will hang fire, because there is the prospect of change on the horizon.

It’s tempting to see it as meaningless consultation, but until we see the detail I don’t want to rule anything out. I hope that the department is listening to advice, and is open to recommendations – including those which the NAHT Assessment Reform Group of which I am a member is drawing together over this term.

If the DfE listens to the profession, and in the spring consults on a meaningful reform that brings about sensible assessment and accountability processes, then we may eventually come to see yesterday’s announcement as the least bad of the available options.

Of course, if they mess it up again, I’ll be on their case.

The potential of Comparative Judgement in primary

I have made no secret of my loathing of the Interim Assessment Frameworks, and the chaos surrounding primary assessment of late. I’ve also been quite open about a far less popular viewpoint: that we should give up on statutory Teacher Assessment. The chaos of the 2016 moderation process and outcomes was an extreme case, but it’s quite clear that the system cannot work.

It’s crazy that schools can be responsible for deciding the scores on which they will be judged. It has horrible effects on reliability of that data, and also creates pressure which has an impact on the integrity of teachers’ and leaders’ decisions. What’s more, as much as we would like for our judgements to be considered as accurate, the evidence points to a sad truth: humans (including teachers) are fallible. As a result, Teacher Assessment judgements are biased – before we even take into account the pressures of needing the right results for the school. Tests tend to be more objective.

However, it’s also fair to say that tests have their limitations. I happen to think that the model of Reading and Maths tests is not unreasonable. True, there were problems with this year’s, but the basic principles seems sound to me, so long as we remember that the statutory tests are about the accountability cycle, not about formative information. But even here there is a gap: the old Writing test was scrapped because of its failings.

That’s where Comparative Judgement has a potential role to play. But there is some work to be done in the profession for it to find its right place. Firstly we have to be clear about a couple of things:

  1. Statutory Assessment at the end of Key Stages is – and indeed should be – separate from the rest of assessment that happens in the classroom
  2. What we do to judge work, and how we report that to pupils and parents are – and should be – separate things.

Comparative Judgement is based on the broad idea of comparing lots of pieces of work until you have essentially sorted them into a rank order. That doesn’t mean that individuals’ ranks need be reported, any more than we routinely report raw scores to pupils and parents. It does, though, offer the potential of moving away from the hideous tick-box approach of the Interim Frameworks.

Teachers are understandably concerned by the idea of ranking, but it’s really not that different from how we previously judged writing. Most experienced Y2/Y6 teachers didn’t spend hours poring over the level descriptors, but rather used their knowledge of what they considered L2/L4 to look like, and judged whether they were looking at work that was better or worse. Comparative Judgement simply formalises this process.

It particularly tackles the issue that is particularly prevalent with the current interim arrangements: excellent writing which scores poorly because of a lack of dashes or hyphens (and poor writing which scores highly because it’s littered with them!). If we really want good writing to be judged “in the round”, then we cannot rely on simplistic and narrow criteria. Rather, we have to look at work more holistically – and Comparative Judgement can achieve that.

Rather than teachers spending hours poring over tick-lists and building portfolios of evidence, we would simply submit a number of pieces of work towards the end of Year 6 and they would be compared to others nationally. If the DfE really wants to, once they had been ranked in order, they could apply scaled scores to the general pattern, so that pupils received a scaled score just like the tests for their writing. The difference would be that instead of collecting a few marks for punctuation, and a few for modal verbs, the whole score would be based on the overall effect of the piece of writing. Equally, the rankings could be turned into “bands” that matched pupils who were “Working Towards” or “Working at Greater Depth”. Frankly, we could choose quite what was reported to pupils and parents; the key point is that we would be more fairly comparing pupils based on how good they were at writing, rather than how good they were at ticking off features from a list.

There are still issues to be resolved, such as exactly what pieces of writing schools would submit for judgement, and the tricky issue of quite how independent the work should be. Equally, the system doesn’t lend itself as easily to teachers being able to use the information formatively – but then, aren’t we always saying that we don’t want teachers to teach to the tests?

Certainly if we want children’s writing to be judged based on its broad effectiveness, and for our schools to be compared fairly for how well we have developed good writers, then it strikes me that it’s a lot better than what we have at the moment.


Dr Chris Wheadon and his team are carrying out a pilot project to look at how effective moderation could be in Year 6. Schools can find out more, and sign up to join the pilot (at a cost) at: https://www.sharingstandards.com/

 

A sinister turn at the DfE

I had an interesting discussion this week with a colleague who – very reasonably – questioned the merits of blogging and tweeting about issues at the DfE. Indeed, sometimes I have myself felt a pang of guilt about my posts, and frequently some sympathy for those who work in the department. Nevertheless, my argument in favour of such posts and tweets – not just my own – was one of holding government to account. That seems all the more important in the current circumstances with the opposition parties. And even more so tonight.

The majority of my followers are probably primary school teachers, so at first glance this is a story that wouldn’t necessarily affect or bother them, but if that’s you, I want you to read this, because it matters.

People often thank me for saying what they – or their colleagues, or sometimes (somewhat hyperbolically) the whole profession – are thinking. I hope that in some small way my words might represent some views held within schools that the DfE ought to hear, and that they might sometimes reach those who need to hear them. But I also know that my input is limited.

For government to be properly held to account we rely on the opposition benches, the parliamentary system, and a free press. Except the first is a disaster area at the moment, and that last one is under threat.

It seems that the same governing party which felt it so important to defend the merits of a free press after the hacking scandals, has decided that such freedom to scrutinise things shouldn’t apply to those questioning the DfE. They have created new rules that insist that when organisations use DfE data, their findings must be sent to the department 48 hours before being published.

It may be the thin end of a very sinister wedge; it may just be a desperate attempt to cover-up some of the disasters that seem to beset the department, but it isn’t a legitimate part of democratic governance. It isn’t acceptable that a department be allowed to prevent publication – for whatever period – of evidence and argument merely because it might seem inconvenient or unwelcome to them. It isn’t acceptable that a press that is free to investigate other organisations or publish details of individuals private lives should not also have the freedom to publish evaluations of government action.

Organisations like FFT and its research arm Education Datalab do invaluable work in informing the profession, providing context for national policy, and providing evidence to challenge and support government policy. Newspapers like the TES and Schools Week play a vital role in ensuring that the public is well-informed about hugely important issues that might otherwise be ignored. To try to hamper that work because it presents inconveniences for the politicians is unacceptable.

At best it seems like a childish tantrum got out of hand; at worst, it has echoes of the very worst of governments that try to manage the media to suit their purposes. And like with so many things, if this is allowed to happen, then what is next?

See Schools Week article:

Academics must show research to government two days before publishing, say new DfE rules

How not to sell things to me and my school

Maybe it was just a matter of time. As I enter my third year in the same school, it seems that both my name and email address have made it onto sales lists in various places… and I’m not pleased about it. More to the point, I’m not pleased with the time it’s taking up. Not only mine – in deleting and unsubscribing to emails – but more importantly to colleagues in my school office who are now faced with phone calls asking for me by name.

Worse, some of those phone calls are made pretending that we have some sort of prior relationship. I deal with a lot of people, and don’t always recall every detail, so I am highly frustrated when I take such a call only to find it is a generic sales call. The same result is achieved when I open another email trying to sell me something that I have never showed any interest in.

Now, I realise this is futile, but my frustration has no other outlet, so from today I’m going to keep a record of those companies who have somehow got hold of my name/school/email address and use it to “spam” me or my school office.I will tell them each that it is not a good way to sell to me, but worse, that it actually puts me off buying from them at all – and maybe now I’ll put a few more people off too.

Buying my email address to send spam mail isn’t acceptable, and wasting the time of busy office staff in my school isn’t either. And these companies are to blame for it (this week alone so far!):

  • National Schools Partnership
  • ParentPay
  • GL Assessment
  • Eureka for Schools
  • eCadets
  • National Schools Training
  • Think Global Schools

 

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Getting started with FFT data for KS2

School leaders are used to dealing with change, not least when it comes to assessment data, but this year is in a league of its own. With changes to all the tests, teacher assessment, scaled scores and accountability measures, headteachers would be forgiven for despairing of any attempt to make sense of it.

Even when Raise becomes available, there’s no saying how easy it will be to interpret, not least because of all the changes this year. However, the FFT Summary Dashboard is available from today (Wednesday 14th), allowing you to make headway into that first stage of data analysis to evaluate your school’s strengths, and pick out areas for further development. In today’s climate, any help with that will be welcome!

The first glance of your dashboard will give you a very quick visual representation of your key headline figures – attainment and progress – related to those that will feature in performance tables and be published on your school website. In FFT these are represented in the form of comparison gauges:

gauges.png

Comparison gauges that show key figures at a glance

The beauty of this is the clarity they provide compared to the complexity of the published data and its confidence intervals. In short: the middle white zone shows that you’re broadly in line with national outcomes; the red and green bands at either end suggest significant lower or higher results. This will be particularly helpful for governors who are either shocked by changes in numbers from the old system, or who are concerned about small negative values on the progress measures.

 

The dashboard offers more clarity, too, about specific groups within your school. With a changing landscape it can be hard to know what to expect, but the pupil group analysis will quickly tell you which specific groups – girls, middle attainers, free school meals – have performed particularly well, and which seem not to be keeping up. It’s a simple overview that makes a good starting point for further investigation.

groups

Quick identification of groups that have done particularly well, or poorly (green plus symbols show significant values)

It’s worth remembering, though, that some groups may be very small in your school: if you’ve only got a handful of girls, then don’t get too worked up over variations!

The dashboard also helps to pick out trends over time – another challenge when all the goalposts seem to have moved. By comparing the national results to previous years, FFT have been able to plot a trajectory that compares how attainment and progress might have looked in 2014 and 2015 under the current system. As a result, you can begin to see whether your school has improved by comparison to the national picture.

time.png

The time series shows your previous results adjusted to bring them more closely into line with the new frameworks. Not perfect, but a very telling ‘starter for ten’!

A caveat here: this is much more difficult with the writing judgements which are much less precise than the scaled scores. Take that alongside the evident variation in writing outcomes this year, and you may want to look deeper into those figures before making any quick judgements.

vulgps

Groups analysed

Further into the summary dashboard itself, we get into the detail of vulnerable groups and of the separate subjects. Again, you get an overview that helps to pinpoint areas to look into further. Specific groups remain a clear focus for Ofsted and other inspections, so this information will be vital to leaders. The further breakdown of subjects will be of interest too, and of particular use in schools where writing has been affected by the national inconsistencies. Again these sections allow you to compare your attainment and progress to the national picture, and also to reflect on how your results may have changed over time.

No doubt, by the time school leaders and governors have begun to look at their summary overview, there will be many more questions asked. That’s where the FFT Aspire platform can help. Using your summary as a starting point, you can explore each element in greater detail, filtering your results for different groups, or subjects – even down to the level of individual pupils. It will help you to unpick the measures that are likely to feature on your Raise Online profile when it arrives, and with others too, including using contextual information about your pupils to compare to similar groups elsewhere.  Alongside the target-setting and other elements of FFT, you have a wealth of information at your fingertips that can be used to focus your school improvement planning – the summary dashboard is just the start.

 


This post was written with the support of FFT in preparation for the launch of the new dashboards on 14th September 2016.

Writing for a Purpose (or 4!)

For some time now I have been working on a model of teaching Writing built around the idea of longer blocks focusing on fewer things. Previously I have written about a model I used in my previous school, and since then have had many requests for more information.

This year I have finally produced some notes about the model I use, based on 4 Writing Purposes. My view is that rather than trying to teach children 10 or more different ‘genres’ or ‘text types’ as we used to do in the days of the Writing Test, rather it is better to focus on what those types have in common. It means that at my school we use 4 main types of writing across KS1 and KS2: Writing to entertain; to inform; to persuade; and to discuss.*

purposes

The 4 main writing purposes, and some of the ‘text types’ that could fall under each.

Importantly, by the end of KS2 I’d hope to see children recognise things like the fact that newspaper articles could actually fall under any or all of the 4 headings: they’re not a distinct type in themselves, really.

As a very rough rule, I’d expect around half of curriculum time to be taken up by “Writing to entertain”, with the remaining non-fiction elements sharing the remaining time. Notably in KS1 the non-fiction focus is only on Writing to inform.

sample

Example guidance note

To support structuring the curriculum in this way, I have now compiled some guidance notes for each category. I say compiled, rather than written, because much of the legwork on these notes was done by my wife – @TemplarWilson – as she rolls out a similar model in her own school.

The guidance notes attempt to offer some indications of National Curriculum content that might be covered in each section. This includes some elements of whole-text ideas, suggestions for sentences and grammar, notes on punctuation to include, and also some examples of conjunctions and adverbials.

They’re not exhaustive, nothing radical, but as ever, if they’re of use to people, then I’m happy to share:
4 Writing Purposes – guidance (click to download)

Alongside the guidance sheets, I also have the large versions of the 4 main roadsign images, and an example text for each of the four purposes. The example texts are probably of more use at the upper end of KS2, and could almost certainly be improved, but they are a starting point for teaching and analysis by the children to draw out key features, etc. Both can be downloaded here:

4 Writing Purposes – Roadsign Images

4 Writing Purposes – Example Texts


*Secondary English teachers may recognise these as being loosely linked to the old writing triplets at GCSE level.

Teachers aren’t that special

We’re a funny lot, teachers.

It’s different to most jobs I guess. For a start, we get 13 weeks holiday a year. We also work in strange circumstances that are simultaneously both very public and quite private.

We also seem to have an on-going struggle with what it means to a profession, that doesn’t seem to affect other roles. Or rather, an on-going clamour to be considered a profession, without being clear about what that means.

The College of Teaching has served to highlight some of those troubles, but also one other: we seem to have reached a point in the profession where “leaders” can be lumped together as a “them” who are not in any way connected to “us” at the chalkface. (Disclaimer: I don’t know which group I end up in according to those determined to divide in this way)

I suspect that this is based, in part, on a truth: some school leaders are awful. Some who reach the position of headteacher (or Executive Head for that matter, I suspect), probably weren’t very good classroom teachers, and aren’t very good leaders. They can damage schools, teachers and pupils in the process. But to presume that such negative experiences mean that all those who have a leadership responsibility are in opposition to those who teach in classrooms is childish. Not least because it fails to account for the huge number of people – particularly in primary schools – who manage both leadership roles and considerable classroom teaching commitments.

This has come to a head from the small group of vocal opponents to the College of Teaching, particularly since the appointment of a very experienced headteacher to the role of Chief Executive. For some, led by Andrew Smith (@oldandrewuk), only a practising classroom teacher would have been acceptable to lead an organisation that they don’t even think should exist.

The problem with that argument is clear: what experience does the average classroom teacher have that would equip them to lead a significant organisation? There will, of course, be a handful of classroom teachers who have prior experience in other roles that might match the job description, but they are rare. And often such people would quickly take on leadership roles within schools, hence disqualifying them from this very narrow field.

What’s more, I’d argue that being the CEO of a large organisation doesn’t require the skills of a classroom teacher, any more than running British Airways would require you to be trained pilot. Running large organisations requires  a specific skill-set, and if the College is to be a success, then it needs the right people with those skills at its head. The fact that within teaching we have excellent school leaders who have the appropriate skills means we are able to appoint the combination of leadership and teaching experience.

Looking at other professional organisations, there is a mix  when it comes to the CEO role: the CEO of the Law Society is a trained solicitor with considerable leadership experience; the CEO of the Royal College of GPs has a background in social work and charities and isn’t medically trained at all; the CEO of the Royal Institute of Chartered Surveyors has a background in marketing. I haven’t yet found a single professional body that has an entry-level professional at its head.

The reality is, teachers aren’t some superhuman species imbued with some professional brilliance that makes them better than GPs or Chartered Surveyors. We are trained for a job. And all the while that some of those teachers also acquire the skills to lead large organisations, it is great that we can have a qualified and experienced teacher at the head of a professional body; but let’s be serious: it’s not the talent for imparting phonics knowledge that is required to manage a large charity.

Of course, the real issue here is not the appointment of  the CEO. Those who are wholeheartedly opposed to the College – or who object to the way it has been developed – would likely have opposed any appointment, just as those who object to the existence of the BBC would never welcome a new Director General.

For those of us who would like to see if this thing can work, it strikes me that you would struggle to find a better starting point as CEO than Dame Alison Peacock – an experienced teacher and headteacher, a strong figurehead who is widely supported by the profession, and someone who has publicly spoken in the past against proposals from government.

Some will always be happy to throw stones, just as there are those who continue to criticise the BBC. Personally I hope that both groups are proven to be in a minority.